Week 3 (Jan. 22-25) M MLK Jr. Holiday
T (E): Concept review: types of sentences (by purpose); simple sentences and compound sentences (new); subjects (simple and complete); predicate (simple predicate/main verb, complete predicate); compound subjects and compound verbs
HW: Study for make-up/re-take quiz Locating complete and simple subjects: The students at St. Mark's will take a quiz tomorrow.
"The students at St. Mark's" is the complete subject of the sentence (not the topic, but the doers).
"Students" is the simple subject (the core subject/actor of the sentence). Locating complete predicates and simple verbs (including "helping" verbs or verb phrases to indicate verb tenses)
The students at St. Mark's will take a quiz tomorrow.
"...will take a quiz tomorrow" is the complete predicate of the sentence (everything associated with the action of the sentence).
"...will take" is the simple verb (the core action of the sentence, in this case two words because it is in the future tense). Compound subjects and compound verbs vs. compound sentences: Some students will take a make-up quiz tomorrow,and other students will take a re-take quiz tomorrow. (Compound sentence made up of two simple sentences joined by a conjunction and a comma. This is NOT what I am asking you to do when I ask for compound subjects and compound verbs. This is really two sentences, or complete clauses, each of which has a single subject and a single verb.) Students in 6A and students in 6B will take a make-up quiz tomorrow.
"Students in 6A and students in 6B" constitutes a compound subject because at least two subjects/actors are combined to serve as the sentence's "doers."
Students in the 6th grade will take and succeed on tomorrow's quiz.
"...will take and succeed" makes up a compound verb in the sentence above because two separate actions are take by the same subject/actor/doer.
Hope that helps!
W (F) Make-up and re-takes of quiz on Chapter 10 (Sentences) in English Workshop.
HW: Independent Reading
Th (A) Figures of Speech: Simile, Metaphor, Symbols
Read and discuss: Billy Collins's "Introduction to Poetry"
HW: Study for vocabulary quiz: Wordskills, Unit 3
F (B) Vocabulary quiz; blogging
HW: Learning Team Reports due on Monday
Week 4 (January 28-Feb. 1)
M (C) 6A: Student Learning Teams; 6B: English Workshop: Chapter 11: Nouns, Pronouns (pp. 97-100)
HW: 6A:English Workshop: Chapter 11: Nouns, Pronouns (pp. 97-100); 6B: English Workshop: Chapter 11: Adjectives, Demonstrative and Proper Adjectives (pp. 101-104)
T (D) 6A:English Workshop: Chapter 11: Adjectives, Demonstrative and Proper Adjectives (pp. 101-104); 6B: Student Learning Teams
HW: Independent Reading
W (E) English Workshop: Chapter 11: Chapter Review (pp. 105-106)
HW: Independent Reading
Th (F) Rhyme and rhythm in poetry: Dickinson, "Hope is the thing with feathers"
HW: Poetry response -- add a blog post to the "Epic Blog of Awesomeness" in which you explore your response to one of the poems we have read in class.
1. Identify all the nouns and adjectives in the poem. Identify the subjects and verbs. (Use different color highlighters or different geometric shapes -- circle, squiggle, underline, double underline; make a key for your symbols.)
2. Listen carefully to what you hear when the poem is read aloud. Place a mark above each syllable you hear emphasized.
3. Look at the rhyming in the poem -- what do you notice?
4. What do these things contribute to the meaning of the poem? How does the poem speak to you personally? What can you learn from the way the poet uses poetic elements like line, imagery, figurative language, or rhyme and rhythm?
5. Sing the poem to the tune of "Amazing Grace."
6. Go over homework assignment.
7. Write a blog post in response to one of the poems we've read in class. Note: catch up on your blogs and comments if you have not yet done them.
F (A) Poetry Portfolio Project: Self-Portrait poem
HW: Independent reading
M MLK Jr. Holiday
T (E): Concept review: types of sentences (by purpose); simple sentences and compound sentences (new); subjects (simple and complete); predicate (simple predicate/main verb, complete predicate); compound subjects and compound verbs
HW: Study for make-up/re-take quiz
Locating complete and simple subjects:
The students at St. Mark's will take a quiz tomorrow.
"The students at St. Mark's" is the complete subject of the sentence (not the topic, but the doers).
"Students" is the simple subject (the core subject/actor of the sentence).
Locating complete predicates and simple verbs (including "helping" verbs or verb phrases to indicate verb tenses)
The students at St. Mark's will take a quiz tomorrow.
"...will take a quiz tomorrow" is the complete predicate of the sentence (everything associated with the action of the sentence).
"...will take" is the simple verb (the core action of the sentence, in this case two words because it is in the future tense).
Compound subjects and compound verbs vs. compound sentences:
Some students will take a make-up quiz tomorrow, and other students will take a re-take quiz tomorrow. (Compound sentence made up of two simple sentences joined by a conjunction and a comma. This is NOT what I am asking you to do when I ask for compound subjects and compound verbs. This is really two sentences, or complete clauses, each of which has a single subject and a single verb.)
Students in 6A and students in 6B will take a make-up quiz tomorrow.
"Students in 6A and students in 6B" constitutes a compound subject because at least two subjects/actors are combined to serve as the sentence's "doers."
Students in the 6th grade will take and succeed on tomorrow's quiz.
"...will take and succeed" makes up a compound verb in the sentence above because two separate actions are take by the same subject/actor/doer.
Hope that helps!
W (F) Make-up and re-takes of quiz on Chapter 10 (Sentences) in English Workshop.
HW: Independent Reading
Th (A) Figures of Speech: Simile, Metaphor, Symbols
Read and discuss: Billy Collins's "Introduction to Poetry"
HW: Study for vocabulary quiz: Wordskills, Unit 3
F (B) Vocabulary quiz; blogging
HW: Learning Team Reports due on Monday
Week 4 (January 28-Feb. 1)
M (C) 6A: Student Learning Teams; 6B: English Workshop: Chapter 11: Nouns, Pronouns (pp. 97-100)
HW: 6A:English Workshop: Chapter 11: Nouns, Pronouns (pp. 97-100); 6B: English Workshop: Chapter 11: Adjectives, Demonstrative and Proper Adjectives (pp. 101-104)
T (D) 6A:English Workshop: Chapter 11: Adjectives, Demonstrative and Proper Adjectives (pp. 101-104); 6B: Student Learning Teams
HW: Independent Reading
W (E) English Workshop: Chapter 11: Chapter Review (pp. 105-106)
HW: Independent Reading
Th (F) Rhyme and rhythm in poetry: Dickinson, "Hope is the thing with feathers"
HW: Poetry response -- add a blog post to the "Epic Blog of Awesomeness" in which you explore your response to one of the poems we have read in class.
1. Identify all the nouns and adjectives in the poem. Identify the subjects and verbs. (Use different color highlighters or different geometric shapes -- circle, squiggle, underline, double underline; make a key for your symbols.)
2. Listen carefully to what you hear when the poem is read aloud. Place a mark above each syllable you hear emphasized.
3. Look at the rhyming in the poem -- what do you notice?
4. What do these things contribute to the meaning of the poem? How does the poem speak to you personally? What can you learn from the way the poet uses poetic elements like line, imagery, figurative language, or rhyme and rhythm?
5. Sing the poem to the tune of "Amazing Grace."
6. Go over homework assignment.
7. Write a blog post in response to one of the poems we've read in class. Note: catch up on your blogs and comments if you have not yet done them.
F (A) Poetry Portfolio Project: Self-Portrait poem
HW: Independent reading